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This 8-page monograph outlines the importance of differentiating math instruction and describes critical features of effective strategies. Providing learning tasks that are appropriate and within a student’s "zone of proximal development" requires a teacher to 1) focus on the key concepts to be learned, 2) assess where the student is in the instructional trajectory, and 3) design both open and parallel tasks that allow the student to advance along that trajectory. The author uses various examples to illustrate this process. A list of references and related readings is provided.
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